
06109013
j
2012f.01096
Fern\'andez, Ceneida
Llinares, Salvador
Valls, Julia
Learning to notice students' mathematical thinking through online discussions.
ZDM, Int. J. Math. Educ. 44, No. 6, 747759 (2012).
2012
Springer, Berlin/Heidelberg
EN
U50
C30
D60
online learning environments
dialogic argumentation
professional noticing
students' mathematical thinking
doi:10.1007/s118580120425y
Summary: The goal of this research is to characterize prospective mathematics teachers' development of professional noticing of students' mathematical thinking in online contexts. Specifically, we are interested in how the participation in online discussions, when prospective teachers solve specific tasks, supports the development of professional noticing of students' mathematical thinking. Findings show that an aspect in which the online discussions, as an example of asynchronous collaborative communication interfaces, support this development is related to the role of writing; participating in an online discussion plays a significant role since the final written text is functional as regards the activity of interpreting students' mathematical thinking collaboratively.